th
th
th
6 , 7 , 8 Grade – Assessment – Reading – 2011-12 Year at Glance
Qtr.
1
2
3
Week
22-Aug.
29-Aug.
5-Sept.
12-Sept.
19-Sept.
FCA #1
LA 1.7.3 Main Idea, Relevant Details, Conclusions & Inferences
LA 2.1.2 Elements of Plot Structure
26-Sept.
3-Oct.
10-Oct.
17-Oct.
FCA #2
LA 1.7.5 Analyze Text Structures
LA 2.1.2 Elements of Plot Structure
24-Oct.
31-Oct.
7-Nov.
FCA #3
14-Nov.
21-Nov.
28-Nov.
5-Dec.
12-Dec.
LA 1.7.2 Author’s Purpose & Perspective
LA 2.2.1 Organizational Text Features
County Demand Writing #2
FCA #4
LA 1.7.7 Compare & Contrast Multiple Texts
LA 2.1.7 Descriptive & Figurative Language
CEOCE PT’s
Senior
CEOCEs
CEOCE
MC’s
June 15, 2011
Benchmark Focus for Assessment
County Demand Writing #1
19-Dec.
26-Dec.
2-Jan.
9-Jan.
16-Jan.
23-Jan.
FCA #5
LA 1.6.3 Context Clues
LA 1.6.8 Word/Phrase Relationships
LA 1.6.7 Prefixes, Suffixes, Root Words (includes 1.6.11 Greek & Latin Roots)
30-Jan.
6-Feb.
13-Feb.
FCA #6
LA 1.7.4 Cause & Effect
LA 1.6.9 Multiple Meaning Words
20-Feb.
27-Feb.
5-Mar.
12-Mar.
FCAT
FCAT
FCA #
19-Mar.
26-Mar.
2-Apr.
9-Apr.
16-Apr.
23-Apr.
30-Apr.
7-May
14-May
21-May
28-May
4-June
WINTER BREAK
FCAT Writing- Grade 8 / County Demand Writing #3
FCA #7
LA 6.2.2 Synthesize and Determine Validity and Reliability of Information
LA 6.1.1 Text Features
SPRING BREAK
County Demand Writing #4
2011 - 2012 Sequence of Tested Skills
6th, 7th & 8th Grade Language Arts
FCA #1 September
Wk of the 19th
FCA #2 October
Wk of the 17th
FCA #3 November
Wk of the 7th
FCA #4 December
Wk of the 12th
FCA #5 January
Wk of the 23rd
FCA #6 February
Wk of the 13th
FCA #7 March
Wk of the 12th
LA.1.7.3 – Main Idea, Relevant Details, Conclusions and Inferences
LA.2.1.2 – Elements of Plot Structure
LA.1.7.5 – Analyze Text Structures
LA.2.1.2 – Elements of Plot Structure
LA.1.7.2 – Author’s Purpose and Perspective
LA.2.2.1 – Organizational Text Features
LA.1.7.7 – Compare and Contrast Multiple Texts
LA.2.1.7 – Descriptive and Figurative Language
LA.1.6.3 – Context Clues
LA.1.6.7 – (includes 1.6.11) Prefixes, Suffixes, Greek and Latin Roots
LA.1.6.8 – Word/Phrase Relationships
LA.1.6.9 – Multiple Meaning Words
LA.1.7.4 – Cause and Effect
LA.6.1.1 – Text Features
LA.6.2.2 – Synthesize and Determine Validity and Reliability of Information
June 15, 2011
LANGUAGE ARTS 2 – GRADE 7
Suggested Use of Curriculum Map
The following map offers suggested plans for the school year. It follows the sequence of tested
skills for Focus Calendar Assessments one through seven. It should not be considered as the only
document that may be used to plan a class throughout the year.
This document was compiled as an easy reference for teachers by teachers. Teachers should
remember that while this document focuses on many Sunshine State Standards, it does not
address all, and additional standards may be integrated into the curriculum at the teacher’s
discretion. This document is a living document and should be used as the teacher deems
appropriate for the classroom environment and student needs.
Please keep in mind that these standards have been addressed since 3rd grade, and teachers should
expand upon these by utilizing more comprehensive texts that are grade appropriate. Skills should
be taught and reviewed throughout the school year and not limited to the testing month only.
The textbook and ancillary materials referenced are the current literature adoption, Pearson
Prentice Hall Language and Literacy series. While there is an eText with online resources, please
note that the FCAT Test Practice in the textbook is different from the Test Practice in the eText.
The eText practice tests could be used for supplemental practice or make-up. A few other
differences are noted on the Florida Edition and eText reference sheet.
August 4, 2011
Page 1 of 23
Marion County Public Schools – Curriculum Map
Grade Level: 7
UNIT / ORGANIZING PRINCIPLE:
MAIN IDEA – ELEMENTS OF PLOT
FCA #1 BENCHMARKS
LA.7.1.7.3 – determine the main idea or essential message in gradelevel or higher texts through interring, paraphrasing, summarizing,
and identifying relevant details (pp. 68-69 of Item Specs)
LA.7.2.1.2 – locate and analyze elements of characterization, setting,
and plot, including rising action, conflict, resolution, theme, and other
literary elements as appropriate in a variety of fiction (pp. 77-79)
CONTINUOUS LEARNING / WRITING BENCHMARKS
LA.7.3.1.3 – Use prewriting strategies to generate ideas and
formulate a plan
LA.7.3.2.1 – Write a draft appropriate to the topic, audience, and
purpose
LA.7.3.3.1 – Revision
LA.7.4.2.1 – Write in a variety of expository forms
LA.7.4.2.3 – Information and expository essays
ESSENTIAL QUESTIONS
 How do I determine main idea and relevant details in a given text?
 What is important to know?
August 4, 2011
Subject: Language Arts 2
DURATION: 3-4 weeks
CONTENT FOCUS
Main Idea (stated or implied)
Summary Statement
Relevant Details
Conclusions/Inferences
Predictions
Plot Development
Setting
Character Development
Character Point of View
Theme
Conflict (e.g., internal or external)
Resolution
KEY VOCABULARY
Main Idea
Supporting details
Inferencing
Character Development
Plot elements
Antagonist
Resolution
Foreshadow/Flashback
Theme
Setting
Tone
Symbolism
Climax
Protagonist
Antagonist
Page 2 of 23
Marion County Public Schools – Curriculum Map
Grade Level: 7
UNIT / ORGANIZING PRINCIPLE:
Subject: Language Arts 2
DURATION: 3-4 weeks
MAIN IDEA – ELEMENTS OF PLOT
SUGGESTED ACTIVITIES
“Rikki-Tikki-Tavi” page 228
“Mongoose on the Loose” page 283
“Volar: To Fly” page 452
“Conversational Ballgames” page 432
“Ribbons” page 346
“Amigo Brothers” page 322
“Stolen Day” page 168
Demand Writing #1 can be used as a baseline for determining
strengths and weaknesses in writing skills.
Amigo Brothers Lesson Plan
Amigo Brothers PowerPoint
*or another selection of comparable complexity
MATERIALS AND RESOURCES
CONTINUOUS LEARNING ACTIVITIES
For “Rikki-Tikki-Tavi”
o Informative article on animal page 247
o Connects with writing workshop on page 302
For “Volar: To Fly”
o Exposition Writing on page 459
o Connects with writing workshop on page 484
For “Conversational Ballgames”
o Exposition and analogy writing page 439
For “Amigo Brothers”
o Narrative writing on page 335
o Short story writing on page 384
o Respond to anticipation guides before writing
RELATED CIVICS BENCHMARKS
Graphic Organizers
Textbook
All-In-One Workbook
Pearson Supplemental teacher resources
CEOCE Study Guide
Teacher Day by Day Lessons
Survival Guide
Teacher Files
Helpful Resources
Smartboard Resources
Vocabulary/Reading Interactive Help
www.englishteachersfriend.com
www.owl.english.purdue.edu
www.pearsonsuccessnet.com
www.fldoe.org/bii/fl-win/
http://etc.usf.edu/flstandards/index.html
August 4, 2011
Page 3 of 23
Marion County Public Schools – Curriculum Map
Grade Level: 7
UNIT / ORGANIZING PRINCIPLE:
ELEMENTS OF PLOT (continued) – TEXT STRUCTURES
FCA #2 BENCHMARKS
LA.7.1.7.5 – Analyze Text Structures – analyze a variety of text
structures (e.g., comparison/contrast, cause effect, chronological
order, argument/support, lists) and text features (main headings with
subheadings) and explain their impact on meaning in text( pp. 72-73 of
Item Specs)
LA.7.2.1.2 – Elements of Plot Structure - locate and analyze
elements of characterization, setting, and plot, including rising action,
conflict, resolution, theme, and other literary elements as appropriate
in a variety of fiction (pp. 77-78)
Subject: Language Arts 2
DURATION: 3-4 weeks
CONTENT FOCUS
Text Structures/Organizational Patterns (e.g., comparison/contrast,
cause/effect, chronological order, argument/support,
definition/explanation, question/answer, listing/description)
Plot Development
Setting
Character Development
Character Point of View
Theme
Conflict (e.g., internal or external)
Resolution
CONTINUOUS LEARNING / WRITING BENCHMARKS
LA.7.3.2.1 – Write a draft appropriate to purpose and audience
LA.7.3.3.4 – Revision strategies
LA.7.4.2.1 – Write in a variety of information and expository forms
ESSENTIAL QUESTIONS
 What is important to know?
 How are texts organized?
 Why should texts be structured?
August 4, 2011
KEY VOCABULARY
Text Structures
Compare & Contrast
Sequential
Chronological
Argument & Support
Cause & Effect
Character Development
Plot elements
Plot development
Foreshadow/Flashback
Theme
Setting
Tone
Symbolism
Page 4 of 23
Marion County Public Schools – Curriculum Map
Grade Level: 7
UNIT / ORGANIZING PRINCIPLE:
ELEMENTS OF PLOT (continued) – TEXT STRUCTURES
SUGGESTED ACTIVITIES
“The Monsters Are Due on Maple Street” page 831
“Seventh Grade” page 290
“Melting Pot” page 296
“The Treasure of Lemon Brown” page 205
Informational Texts page 154-158
“The Other Frog Prince” page 908
Treasure of Lemon Brown Lesson Plan
More Lemon Brown
The Monsters Are Due on Maple Street
Subject: Language Arts 2
DURATION: 3-4 weeks
CONTINUOUS LEARNING ACTIVITIES
For “The Monsters Are Due on Maple Street”
o
Cause and effect essay on page 859
o
Connects with writing workshop on page 878
For “Seventh Grade” and “Melting Pot”
o
Comparing Idioms on page 301
For “The Treasure of Lemon Brown”
o
Scrapbook an incident on page 204
o
Bring in most treasured possession
*or another selection of comparable complexity
MATERIALS AND RESOURCES
RELATED CIVICS BENCHMARKS
Graphic Organizers
Textbook
All-In-One Workbook
Pearson Supplemental teacher resources
CEOCE Study Guide
Teacher Day by Day Lessons
Survival Guide
Teacher Files
Helpful Resources
Smartboard Resources
Vocabulary/Reading Interactive Help
www.englishteachersfriend.com
www.owl.english.purdue.edu
www.pearsonsuccessnet.com
August 4, 2011
Page 5 of 23
Marion County Public Schools – Curriculum Map
Grade Level: 7
UNIT / ORGANIZING PRINCIPLE:
Subject: Language Arts 2
AUTHOR’S PURPOSE AND PERSPECTIVE
ORGANIZATIONAL TEXT FEATURES
FCA #3 BENCHMARKS
LA.7.1.7.2 –analyze the author’s purpose (e.g., to persuade, inform,
entertain, explain) and perspective in a variety of texts and
understand how they affect meaning (pp. 66-67 of Item Specs)
LA.7.2.2.1 – locate, use, and analyze specific information from
organizational text features (e.g., table of contents, headings,
captions, bold print, italics, glossaries, indices, key/guide
words) (pp. 82-83)
DURATION: 3-4 weeks
CONTENT FOCUS
Author’s Purpose
Author’s Perspective
Author’s Bias
Text Features (e.g., headings, subheadings, titles, subtitles, sections,
captions, italicized text, charts, tables, graphs, illustrations, maps,
diagrams, text boxes)
CONTINUOUS LEARNING / WRITING BENCHMARKS
LA.7.3.5.3 – share writing with an audience.
LA.7.3.5.1 – format writing using technology.
LA.7.3.4.4 – edit writing.
LA.7.4.2.4 – Write formal and informal communications
ESSENTIAL QUESTIONS
 How does point of view, or the way text is presented, affect the
meaning and interpretation of a text?
 Why do authors’ write?
August 4, 2011
KEY VOCABULARY
Author’s Purpose
Persuade
Inform
Entertain
Text Features
Website
Bold
Italics
Underline
Subheads
Headings
Titles
Page 6 of 23
Marion County Public Schools – Curriculum Map
Grade Level: 7
UNIT / ORGANIZING PRINCIPLE:
Subject: Language Arts 2
AUTHOR’S PURPOSE AND PERSPECTIVE
ORGANIZATIONAL TEXT FEATURES
SUGGESTED ACTIVITIES
“All Summer in a Day” page 102
“Suzy & Leah” on page 115
“My First Free Summer” page 132
“Angela's Ashes” on page 146
Autobiography Resource
DURATION: 3-4 weeks
CONTINUOUS LEARNING ACTIVITIES
For “Summer Day” & “Suzy & Leah”
o
Prewriting for an autobiography on page 150
o
Writing a letter on page 150
For “My First Free Summer” and “Angela's Ashes”
o
Write a news report on page 127
o
Connects with writing workshop on page 176
*or another selection of comparable complexity
MATERIALS AND RESOURCES
RELATED CIVICS BENCHMARKS
Graphic Organizers
Textbook
All-In-One Workbook
Pearson Supplemental teacher resources
CEOCE Study Guide
Teacher Day by Day Lessons
Survival Guide
Teacher Files
Helpful Resources
Smartboard Resources
Vocabulary/Reading Interactive Help
www.englishteachersfriend.com
www.owl.english.purdue.edu
www.pearsonsuccessnet.com
www.fldoe.org/bii/fl-win/
http://etc.usf.edu/flstandards/index.html
August 4, 2011
Page 7 of 23
Marion County Public Schools – Curriculum Map
Grade Level: 7
UNIT / ORGANIZING PRINCIPLE:
FIGURATIVE LANGUAGE – COMPARE & CONTRAST MULTIPLE TEXTS
FCA #4 BENCHMARKS
LA.7.1.7.7 – compare and contrast elements in multiple
texts (pp. 74-75 of Item Specs)
LA.7.2.1.7 - locate and analyze an author’s use of allusions and
descriptive, idiomatic, and figurative language in a variety of literary
text, identifying how word choice is used to appeal to the reader’s
senses and emotions, providing evidence from text to support the
analysis (pp. 80-81)
Subject: Language Arts 2
DURATION: 3-4 weeks
CONTENT FOCUS
Compare (similarities within/across texts)
Contrast (differences within/across texts)
Descriptive (e.g., tone, mood, irony, imagery, alliteration,
onomatopoeia)
Figurative Language (e.g., hyperbole, symbolism, simile, metaphor,
personification)
CONTINUOUS LEARNING / WRITING BENCHMARKS
LA.7.6.3.2 – Select and use correct media
LA.7.1.7.7 – Compare and contrast multiple texts
LA.7.3.2.3 – Write a draft with emphasis on voice
LA.7.4.2.4 – Write formal and informal communications
LA.7.4.2.2 – Record and show referenced information
ESSENTIAL QUESTIONS
 How do I compare and contrast to better understand what I read and
write?
 How can an author manipulate language in order to impact the
reader?
August 4, 2011
KEY VOCABULARY
Compare/Contrast
Similar/Different
Figurative Language
Simile
Metaphor
Sensory Language
Idioms
Hyperbole
Onomatopoeia
Alliteration
Page 8 of 23
Marion County Public Schools – Curriculum Map
Grade Level: 7
UNIT / ORGANIZING PRINCIPLE:
FIGURATIVE LANGUAGE – COMPARE & CONTRAST MULTIPLE TEXTS
SUGGESTED ACTIVITIES
Poetry Collections pages 576-697
A Christmas Carol page 746
“How the Snake Got Poison” page 1000
http://www.flocabulary.com/hiphoplanguage.html
Subject: Language Arts 2
DURATION: 3-4 weeks
CONTINUOUS LEARNING ACTIVITIES
Poetry writing activities throughout text
For A Christmas Carol
o
Write a letter to Scrooge page 771
o
Compare characters page 823
o
Write a letter to a current celebrity and detail the ghosts of his/her
Christmas Past, Present, & Future
*or another selection of comparable complexity
MATERIALS AND RESOURCES
Graphic Organizers
Textbook
All-In-One Workbook
Pearson Supplemental teacher resources
CEOCE Study Guide
RELATED CIVICS BENCHMARKS
SS.7.C.3.13 - compare the constitutions of the United States and Florida
Constitution Lesson Plan
Teacher Day by Day Lessons
Survival Guide
Teacher Files
Helpful Resources
Smartboard Resources
Vocabulary/Reading Interactive Help
www.englishteachersfriend.com
www.owl.english.purdue.edu
www.pearsonsuccessnet.com
August 4, 2011
Page 9 of 23
Marion County Public Schools – Curriculum Map
Grade Level: 7
UNIT / ORGANIZING PRINCIPLE:
Subject: Language Arts 2
CONTEXT CLUES – WORD AND PHRASE RELATIONSHIPS
GREEK & LATIN ROOTS
FCA #5 BENCHMARKS
LA.7.1.6.3 – use context clues to determine meanings of unfamiliar
words (pp. 58-59 of Item Specs)
LA.7.1.6.8 – identify advanced word/phrase relationships and their
meanings (pp. 61-62)
LA.7.1.6.7 – identify and understand the meaning of conceptually
advanced prefixes, suffixes, and root words (p. 60)
LA.7.1.6.11 –identify the meaning of words and phrases derived
from Anglo-Saxon, Greek, and Latin mythology (pp. 85-86)
DURATION: 3-4 weeks
CONTENT FOCUS
Context Clues
Analyze Words/Phrases
Word Relationships
Analyze Words/Phrases Derived from Latin, Greek, or Other
Languages
CONTINUOUS LEARNING / WRITING BENCHMARKS
LA.7.3.2.3 – Write a draft with emphasis on voice
LA.7.3.3.2 – Revise writing for clarity
LA.7.3.3.3 – Use a variety of sentence structures
LA.7.3.3.4 – Revise using different tools
LA.7.3.4.1 – Edit for spelling grammar
ESSENTIAL QUESTIONS
 How do words help us to communicate better?
August 4, 2011
KEY VOCABULARY
Context
Words in phrases
Greek & Latin Roots
Suffixes
Prefixes
Page 10 of 23
Marion County Public Schools – Curriculum Map
Grade Level: 7
UNIT / ORGANIZING PRINCIPLE:
Subject: Language Arts 2
CONTEXT CLUES – WORD AND PHRASE RELATIONSHIPS
GREEK & LATIN ROOTS
SUGGESTED ACTIVITIES
“Papa’s Parrot” page 26
“MK” page 33
“From an American Childhood” page 52
“The Luckiest Time” of All page 62
See “word origins” on page R49
DURATION: 3-4 weeks
CONTINUOUS LEARNING ACTIVITIES
For “Papa's Parrot”
o Compare and contrast essay page 47
o Connects with writing workshop on page 92
For “From an American Childhood” and “The Luckiest Time of All”
o Descriptive Hyperbole on page 69
o Descriptive Essay on page 92
www.tv411.org
*or another selection of comparable complexity
MATERIALS AND RESOURCES
RELATED CIVICS BENCHMARKS
Graphic Organizers
Textbook
All-In-One Workbook
Pearson Supplemental teacher resources
CEOCE Study Guide
Teacher Day by Day Lessons
Survival Guide
Teacher Files
Helpful Resources
Smartboard Resources
Vocabulary/Reading Interactive Help
www.englishteachersfriend.com
www.owl.english.purdue.edu
www.pearsonsuccessnet.com
August 4, 2011
Page 11 of 23
Marion County Public Schools – Curriculum Map
Grade Level: 7
UNIT / ORGANIZING PRINCIPLE:
CAUSE AND EFFECT – MULTIPLE MEANING WORDS
FCA #6 BENCHMARKS
LA.7.1.6.9 – will determine the correct meaning of words with multiple
meanings in context (pp. 63-64 of Item Specs)
LA.7.1.7.4 – identify cause-and-effect relationships in text (pp. 70-71)
Subject: Language Arts 2
DURATION: 3-4 weeks
CONTENT FOCUS
Multiple Meanings
Cause and Effect
CONTINUOUS LEARNING / WRITING BENCHMARKS
LA.7.3.3.2 – Revise writing for clarity
LA.7.3.3.3 – Use a variety of sentence structures
LA.7.3.4.1 – Edit for spelling and grammar
ESSENTIAL QUESTIONS
 How can I predict events in a text based on cause/effect
relationships?
 How can the correct meaning of a word with multiple meanings be
determined in a given text?
August 4, 2011
KEY VOCABULARY
Multiple Meanings
Cause
Effect
Page 12 of 23
Marion County Public Schools – Curriculum Map
Grade Level: 7
UNIT / ORGANIZING PRINCIPLE:
CAUSE AND EFFECT – MULTIPLE MEANING WORDS
SUGGESTED ACTIVITIES
Page 556-559
“Icarus & Daedalus” page 916
“Demeter & Persephone” page 924
“Third Wish” on page 312
“Two Kinds” on page 260
Subject: Language Arts 2
DURATION: 3-4 weeks
CONTINUOUS LEARNING ACTIVITIES
For “Icarus & Daedalus” and “Demeter & Persephone”
o Write your own myth on page 933
o Connects with writing workshop on page 982
For “Two Kinds”
o Journal entries on page 279
o Connects with writing workshop on page 302
Constitution Lesson Plan
*or another selection of comparable complexity
MATERIALS AND RESOURCES
Graphic Organizers
Textbook
All-In-One Workbook
Pearson Supplemental teacher resources
CEOCE Study Guide
Teacher Day by Day Lessons
Survival Guide
Teacher Files
Helpful Resources
Smartboard Resources
Vocabulary/Reading Interactive Help
www.englishteachersfriend.com
www.owl.english.purdue.edu
www.pearsonsuccessnet.com
www.fldoe.org/bii/fl-win/
http://etc.usf.edu/flstandards/index.html
August 4, 2011
RELATED CIVICS BENCHMARKS
SS.7.C.3.5 – Explain the Constitutional amendment process
US Constitution – www.archives.gov/exhibits/charters/constitution.html
FL Constitution – www.flsenate.gov/laws/constitution
Page 13 of 23
Marion County Public Schools – Curriculum Map
Grade Level: 7
UNIT / ORGANIZING PRINCIPLE:
Subject: Language Arts 2
SYNTHESIZE & DETERMINE VALIDITY & RELIABILITY OF INFORMATION TEXT FEATURES
FCA #7 BENCHMARKS
LA.7.6.1.1 – explain how text features (e.g., headings, subheadings,
titles, subtitles, sections, captions, italicized text, charts, tables,
graphs, illustrations, maps, diagrams, text boxes) aid the reader’s
understanding (pp. 85-66 of Item Specs)
LA.7.6.2.2 - assess, organize, and check the validity and reliability
of information in text, using a variety of techniques by examining
several sources of information, including both primary and secondary
sources (pp. 87-88)
DURATION: 3-4 weeks
CONTENT FOCUS
Text Features (e.g., headings, subheadings, titles, subtitles, sections,
captions, italicized text, charts, tables, graphs, illustrations, maps,
diagrams, text boxes)
Synthesize Information (within/across texts)
Analyze and Evaluate Information (within/across texts)
Determine the Validity and Reliability of Information (within/across
texts)
CONTINUOUS LEARNING / WRITING BENCHMARKS
LA.7.6.3.3 – Find propaganda in print
LA.7.5.2.2 – Analyze persuasive techniques
LA.7.6.3.1 – Finding production elements effects
LA.7.6.3.2 – Select and use correct media
LA.7.3.3.2 – Revise for clarity
LA.7.6.2.3 – Write an informal report with bibliography
ESSENTIAL QUESTIONS
 How do we decide what is true?
August 4, 2011
KEY VOCABULARY
Validity
Reliability
Propaganda
Bias
True
False
Fact
Fiction
Text Features
Website
Bold
Italics
Underline
Subheads
Headings
Titles
Page 14 of 23
Marion County Public Schools – Curriculum Map
Grade Level: 7
UNIT / ORGANIZING PRINCIPLE:
Subject: Language Arts 2
SYNTHESIZE & DETERMINE VALIDITY & RELIABILITY OF INFORMATION TEXT FEATURES
SUGGESTED ACTIVITIES
“All Together Now” page 490
“The Eternal Frontier” page 498
Informational texts located throughout book (Ex: pp. 530-534)
Page 507
“Identifying Bias and Stereotyping” pp. 862-864
Pages 1040-1041
DURATION: 3-4 weeks
CONTINUOUS LEARNING ACTIVITIES
For “All Together Now” and “The Eternal Frontier”
o Write a Persuasive Letter
o Connects with writing workshop on page 548
Persuasive Letter
Research Projects
Hoax Websites
*or another selection of comparable complexity
MATERIALS AND RESOURCES
Graphic Organizers
Textbook
All-In-One Workbook
Pearson Supplemental teacher resources
CEOCE Study Guide
RELATED CIVICS BENCHMARKS
SS.7.C.2.11 - analyze media and political communications (bias,
symbolism, propaganda)
Page 710
Teacher Day by Day Lessons
Survival Guide
Teacher Files
Helpful Resources
Smartboard Resources
Vocabulary/Reading Interactive Help
www.englishteachersfriend.com
www.owl.english.purdue.edu
www.pearsonsuccessnet.com
August 4, 2011
Page 15 of 23
Marion County Public Schools – Curriculum Map
Grade Level: 7
UNIT / ORGANIZING PRINCIPLE:
END OF YEAR TEST & WRITING REVIEW
FCAT PREP BENCHMARKS
All
Subject: Language Arts 2
DURATION: 3-4 WEEKS
CONTENT FOCUS
All standards
CONTINUOUS LEARNING / WRITING BENCHMARKS
ESSENTIAL QUESTIONS





How will doing well on FCAT affect me?
Why is it important to do well on FCAT?
What are strategies that will help me on FCAT?
How can I persuade or explain my ideas to others?
Why is it necessary to support my ideas?
August 4, 2011
KEY VOCABULARY
Compare
Contrast
Formulate
Summarize
Inference
Support
Evaluate
Trace
Analyze
Explain
Predict
Describe
Page 16 of 23
Marion County Public Schools – Curriculum Map
Grade Level: 7
UNIT / ORGANIZING PRINCIPLE:
END OF YEAR TEST & WRITING REVIEW
SUGGESTED ACTIVITIES
FL Pages in the beginning of the All-in-One Workbook
FCAT Practice throughout textbook
Other workbook pages as directed by school
Use relevant material to create writing assignment (Newspapers are
great)
Scored demand writing examples
Subject: Language Arts 2
DURATION: 3-4 WEEKS
CONTINUOUS LEARNING ACTIVITIES
Summarization strategies
Writing letters
Writing essays
Review 1
Review 2
Review 3 (Vocab)
Fun Review Ideas
Links for Other Reviews
Writing Prompts
URLs for Parents
Fun Writing Activities
*or another selection of comparable complexity
MATERIALS AND RESOURCES
RELATED CIVICS BENCHMARKS
Graphic Organizers
Textbook
All-In-One Workbook
Pearson Supplemental teacher resources
CEOCE Study Guide
Teacher Day by Day Lessons
Survival Guide
Teacher Files
Helpful Resources
Smartboard Resources
Vocabulary/Reading Interactive Help
www.englishteachersfriend.com
www.owl.english.purdue.edu
www.pearsonsuccessnet.com
August 4, 2011
Page 17 of 23
Marion County Public Schools – Curriculum Map
Grade Level: 7
UNIT / ORGANIZING PRINCIPLE:
THE NOVEL
BENCHMARKS
LA.7.1.6.3, .7, .8, .9, .11 – context clues to determine meanings of
unfamiliar words (Vocabulary) (pp. 90-97 of Item Specs)
LA.7.1.7.2 - analyze the author’s purpose and/or perspective in a
variety of texts and understand how they affect meaning (pp. 98-100)
LA.7.1.7.3 - determine the main idea or essential message in gradelevel or higher texts through inferring, paraphrasing, summarizing,
and identifying relevant details (pp. 101-103)
LA.7.1.7.4 – identify cause-and-effect relationships in text (pp. 104105)
LA.7.2.1.2 - locate and analyze elements of characterization, setting,
and plot, including rising action, conflict, resolution, theme, and other
literary elements as appropriate in a variety of fiction (pp. 110-112)
LA.7.2.1.7 - locate and analyze an author’s use of allusions and
descriptive, idiomatic, and figurative language in a variety of literary
text, identifying how word choice is used to appeal to the reader’s
senses and emotions, providing evidence from text to support the
analysis (pp. 113-114)
CONTINUOUS LEARNING / WRITING BENCHMARKS
LA.7.1.6.3 – context clues
LA.7.1.6.7 – prefixes, suffixes, root words
LA.7.1.6.8 – word/phrase relationships
LA.7.1.6.9 – multiple meaning words
LA.7.1.6.11 – word origins
LA.7.3.4.1-.5 – language conventions
ESSENTIAL QUESTIONS
 What are the features of a novel?
 What is theme?
 What are themes found in (novel selection)?
 Specific questions related to the novel chosen.
August 4, 2011
Subject: Language Arts 2
DURATION: 4-6 weeks
CONTENT FOCUS
Context Clues
Author’s Purpose (within/across texts)
Author’s Perspective (within/across texts)
Author’s Bias (within/across texts)
Main Idea (stated or implied)
Summary Statement
Relevant Details
Conclusions/Inferences
Predictions
Cause and Effect
Plot Development
Setting
Character Development
Character Point of View
Theme
Conflict (e.g., internal or external)
Resolution
Descriptive Language (e.g., tone, mood, irony, imagery, alliteration,
onomatopoeia)
Figurative Language (e.g., hyperbole, symbolism, simile, metaphor,
personification)
KEY VOCABULARY
novel
narrative point of view
theme
protagonist
antagonist
conflict (internal and external)
genre
setting
summary
rising action
climax
falling action
plot
resolution
characterization
narrator
Inference
foreshadowing
Page 18 of 23
Marion County Public Schools – Curriculum Map
Grade Level: 7
UNIT / ORGANIZING PRINCIPLE:
Subject: Language Arts 2
DURATION: 4-6 weeks
THE NOVEL
SUGGESTED ACTIVITIES
Compare/contrast characters in the novel.
Create a character map for a specific character.
Write 25-word/15-word daily summaries.
Write a scene from the novel as a script for a play and act it out for
the class.
RAFT (Role, Audience, Format, Topic) activities
Plot diagram of the novel
Expository/Persuasive Essay
MATERIALS AND RESOURCES
CONTINUOUS LEARNING ACTIVITIES
Grammar activities from textbook, grammar workbook, daily oral
language, or mini lessons
Identify word parts (root words, affixes) and context clues in
vocabulary related to story selections
RELATED CIVICS BENCHMARKS
Graphic Organizers
Novel
See novel selections that follow
*or another selection of comparable complexity
www.readwritethink.org
www.aliscot.com
www.flocabulary.com
www.timeforkids.com
August 4, 2011
Page 19 of 23
Marion County Public Schools – Curriculum Map
Grade Level: 7
Subject: Language Arts 2
The following novels have successfully been used by teachers in classrooms to address particular standards. These are merely
suggestions and should be integrated where the teacher feels they are best suited. Additional novels can be found on the 7th Grade
Book List as well as in your library or book resource room.
A Christmas Carol: (the play version) is located in the book. IA defining book in English literature, it was written by Charles
Dickens. The book has successfully been used to teach the elements of drama, compare and contrast, and cause and effect.
Generally taught near Christmas, it will coincide well with the compare and contrast Sunshine State Standard. The book bears the
message that actions speak louder than words, and the decisions you made in the past will change your future. It teaches students
to appreciate classic literature and to watch their actions.
Writing topics may include, but are not limited to:
Compare and contrast the play and the book
Compare and contrast the characters
The causes and effects of Scrooge's behavior
Writing a letter to a current celebrity and explaining how their past actions will affect their future
Explain the main conflict
Why this book is considered a classic
The Outsiders: A novel about teenagers. It involves a conflict between two gangs, the Greasers and the Socs. It chronicles the life
of Ponyboy as he is forced to grow up in a destructive society. Faced with many obstacles and grief, Ponyboy must determine
whether he should “stay gold” or continue to fight the rest of his life. Themes include making difficult decisions, growing up, family,
and loss. This book is usually well-received among all groups of students.
Writing topics may include, but are not limited to:
Writing an “I am” poem about yourself and about one of the characters in the book
Compare and contrast the two groups
Analyze a character in the book making sure to focus on their choices
How do the dialogue and dialect contribute to the overall effect of the book?
How does gang violence play a part in modern societies?
How was the conflict resolved?
Write a eulogy for a character that died.
Write a new ending from the perspective of another living character.
August 4, 2011
Page 20 of 23
Marion County Public Schools – Curriculum Map
Grade Level: 7
Subject: Language Arts 2
Bronx Masquerade: This book details the lives of 18 inner city students who struggle to find their identity. Under the guidance of
their English professor, the group finds a common bond in expressing themselves through poetry. The teacher creates Open Mike
Friday where each of the students performs poems about his/her life and what's happening. The book deals with the struggle of
growing up, violence, relationships, and love. This book is good to teach in connection and relation to a poetry unit.
Writing topics may include, but are not limited to:
Poetry Analysis
Predicting future outcomes for characters
Analyze a character from the book
Research poetry slams and how they work
Writing poetry for self expression, incorporating figurative language and imagery
The Pigman: This book is an explanation of two teenagers about what happened to Mr. Pignati, aka The Pigman. The two
delinquent teens struggle to find their identities and rebel against authority. They find comfort, acceptance, and love from Mr.
Pignati, who is also seeking acceptance in his life as a way to cope with his inner grief. The two teenagers are confronted with law
trouble and forced to determine how much they value friendship. At the end of the novel they realize that only they are responsible
for their actions.
Writing topics may include, but are not limited to:
How do our actions define us?
Are there always punishments for our actions?
Describe an alternate ending.
What lessons do the main characters learn?
Absolutely Normal Chaos: This book is the summer journal of Mary Lou who realizes just how much she matures over the
summer. The book deals with family, death, friendship, and blossoming relationships. This is a fun read that will leave students
laughing. The book is an excellent companion to teaching writing, in particular, author's voice.
Writing topics may include, but are not limited to:
Write a journal about your daily life.
How does voice impact and enhance writing.
Give examples of voice in the writing.
What defines family?
How does death affect us?
How would the book change if written from another character's perspective?
August 4, 2011
Page 21 of 23
Marion County Public Schools – Curriculum Map
Grade Level: 7
Subject: Language Arts 2
The Lottery Rose: An abused boy wins a rose bush that he nourishes and cares for to supplement his mother's love. The book
deals with thematic issues of family, abuse, love, and need. The book is great in connection with teaching character motivation and
conflict.
Writing topics may include, but are not limited to:
Analyze a character and discuss what motivates him or her
How do the characters relate to each other
What are the causes and effects that occur
Hunger Games: Katniss Everdeen faces internal and external obstacles while fighting against her government. A cross between
1984 and Lord of the Flies, students cannot put it down this roller-coaster adventure.
What defines bravery?
Write about a time when you had to be brave.
How do governments rule us?
When is it acceptable to go against the rules?
How does losing someone impact your life?
What does it mean to win?
Write a modern social networking conversation about someone in history who has challenged the government.
The Lion, The Witch, and The Wardrobe: Four children journey to a magical world where they learn about themselves and the
difference between good and evil.
Explain the allegory.
Describe the protagonists and antagonists.
Discuss a modern example of good vs. evil.
Does good always triumph over evil? Should it?
What defines good and evil?
Things Not Seen: A boy suddenly turns invisible and is trying to deal with his condition. He meets a blind girl.
What would it be like to be invisible?
What would it be like to not see?
The pros and cons of being invisible.
The pros and cons of being blind.
Write about your weekly schedule.
How do social groups and cliques define you?
Discuss a stereotype that you've been called.
August 4, 2011
Page 22 of 23
Marion County Public Schools – Curriculum Map
Grade Level: 7
Subject: Language Arts 2
Freak the Mighty: An unusual bond forms between two outcast children who are struggling with their own conflicts.
How do differences define us?
Analyze a character and discuss what motivates him or her.
Predict what will happen to the characters at the end.
Compare and contrast the two main characters.
Face on the Milk Carton: A teen discovers a family secret when she sees her picture on a milk carton, forcing her to search for her
true identity.
What would it be like to be missing?
Define family.
Analyze the main character's feelings.
What is the main problem of the story?
What is the author's purpose for writing the story?
Myths and Legends of Ancient Greece: A review of major Greek gods and goddesses, heroes, and monsters.
Analyze a major Greek god or goddess.
Create your own Greek myth.
Describe some of the beliefs during this time period.
How do Greek gods and goddesses differ from modern religions?
August 4, 2011
Page 23 of 23